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Empirical benchmarks for changes in social and emotional skills over time

Child development, 2022-07, Vol.93 (4), p.1129-1144

2022

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To What Extent Do Teacher-Student Interaction Quality and Student Gender Contribute to Fifth Graders' Engagement in Mathematics Learning?

Journal of educational psychology, 2015-02, Vol.107 (1), p.170-185

2015

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Warmth and Demand: The Relation Between Students' Perceptions of the Classroom Environment and Achievement Growth

Child development, 2017-07, Vol.88 (4), p.1321-1337

2017

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The contributions of ‘hot’ and ‘cool’ executive function to children's academic achievement, learning-related behaviors, and engagement in kindergarten

Early childhood research quarterly, 2009-01, Vol.24 (3), p.337-349

2009

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The Contribution of Teachers' Emotional Support to Children's Social Behaviors and Self-Regulatory Skills in First Grade

School psychology review, 2012-06, Vol.41 (2), p.141-159

2012

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CLASSROOM QUALITY AND STUDENT BEHAVIOR TRAJECTORIES IN ELEMENTARY SCHOOL

Psychology in the schools, 2016-08, Vol.53 (7), p.690-704

2016

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Do student self-efficacy and teacher-student interaction quality contribute to emotional and social engagement in fifth grade math?

Journal of school psychology, 2015-10, Vol.53 (5), p.359-373

2015

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Social and emotional competency development from fourth to 12th grade: Relations to parental education and gender

The American psychologist, 2024-05

2024

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The Contribution of Children's Self-Regulation and Classroom Quality to Children's Adaptive Behaviors in the Kindergarten Classroom

Developmental psychology, 2009-07, Vol.45 (4), p.958-972

2009

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HOW HOMES INFLUENCE SCHOOLS: EARLY PARENTING PREDICTS AFRICAN AMERICAN CHILDREN'S CLASSROOM SOCIAL-EMOTIONAL FUNCTIONING

Psychology in the schools, 2014-08, Vol.51 (7), p.722-735

2014

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Early Adjustment, Gender Differences, and Classroom Organizational Climate in First Grade

The Elementary school journal, 2009-12, Vol.110 (2), p.142-162

2009

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Teacher-Child Interactions and Children's Achievement Trajectories Across Kindergarten and First Grade

Journal of educational psychology, 2009-11, Vol.101 (4), p.912-925

2009

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Making connections: Elementary students’ ideas about electricity and energy resources

Renewable energy, 2019-08, Vol.138, p.1078-1086

2019

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Teacher–child relationship quality: The roles of child temperament and teacher–child interactions

Early childhood research quarterly, 2009-01, Vol.24 (2), p.107-120

2009

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Does professional development reduce the influence of teacher stress on teacher–child interactions in pre-kindergarten classrooms?

Early childhood research quarterly, 2018-01, Vol.42, p.280-290

2018

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Promoting social and academic competence in the classroom: An intervention study examining the contribution of the Responsive Classroom approach

Psychology in the schools, 2007-04, Vol.44 (4), p.397-413

2007

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Teachers’ judgments of problems in the transition to kindergarten

Early childhood research quarterly, 2000, Vol.15 (2), p.147-166

2000

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Using Indices of Fidelity to Intervention Core Components to Identify Program Active Ingredients

The American journal of evaluation, 2015-09, Vol.36 (3), p.320-338

2015

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Social and Emotional Learning in Action: Creating Systemic Change in Schools

Guilford Press, 2023

2023

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The Contribution of Classroom Setting and Quality of Instruction to Children’s Behavior in Kindergarten Classrooms

The Elementary school journal, 2005-03, Vol.105 (4), p.377-394

2005

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Promoting fourth-grade students' autonomy, competence, and relatedness through service-learning

Applied developmental science, 2024-01, Vol.28 (1), p.58-81

2024

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Are All Program Elements Created Equal? Relations Between Specific Social and Emotional Learning Components and Teacher–Student Classroom Interaction Quality

Prevention science, 2017-02, Vol.18 (2), p.193-203

2017

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Understanding Teachers’ Emotion Regulation Strategies and Related Teacher and Classroom Factors

School mental health, 2024-03, Vol.16 (1), p.123-136

2024

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Can service-learning boost science achievement, civic engagement, and social skills? A randomized controlled trial of Connect Science

Journal of applied developmental psychology, 2021-05, Vol.74, p.101236, Article 101236

2021

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Empowering community-changers: Developing civic efficacy in elementary classrooms

Applied developmental science, 2024-01, Vol.28 (1), p.33-45

2024

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Empirical benchmarks for changes in social and emotional skills over time

To What Extent Do Teacher-Student Interaction Quality and Student Gender Contribute to Fifth Graders' Engagement in Mathematics Learning?

Warmth and Demand: The Relation Between Students' Perceptions of the Classroom Environment and Achievement Growth

The contributions of ‘hot’ and ‘cool’ executive function to children's academic achievement, learning-related behaviors, and engagement in kindergarten

The Contribution of Teachers' Emotional Support to Children's Social Behaviors and Self-Regulatory Skills in First Grade

CLASSROOM QUALITY AND STUDENT BEHAVIOR TRAJECTORIES IN ELEMENTARY SCHOOL

Do student self-efficacy and teacher-student interaction quality contribute to emotional and social engagement in fifth grade math?

Social and emotional competency development from fourth to 12th grade: Relations to parental education and gender

The Contribution of Children's Self-Regulation and Classroom Quality to Children's Adaptive Behaviors in the Kindergarten Classroom

HOW HOMES INFLUENCE SCHOOLS: EARLY PARENTING PREDICTS AFRICAN AMERICAN CHILDREN'S CLASSROOM SOCIAL-EMOTIONAL FUNCTIONING

Early Adjustment, Gender Differences, and Classroom Organizational Climate in First Grade

Teacher-Child Interactions and Children's Achievement Trajectories Across Kindergarten and First Grade

Making connections: Elementary students’ ideas about electricity and energy resources

Teacher–child relationship quality: The roles of child temperament and teacher–child interactions

Does professional development reduce the influence of teacher stress on teacher–child interactions in pre-kindergarten classrooms?

Promoting social and academic competence in the classroom: An intervention study examining the contribution of the Responsive Classroom approach

Teachers’ judgments of problems in the transition to kindergarten

Using Indices of Fidelity to Intervention Core Components to Identify Program Active Ingredients

Social and Emotional Learning in Action: Creating Systemic Change in Schools

The Contribution of Classroom Setting and Quality of Instruction to Children’s Behavior in Kindergarten Classrooms

Promoting fourth-grade students' autonomy, competence, and relatedness through service-learning

Are All Program Elements Created Equal? Relations Between Specific Social and Emotional Learning Components and Teacher–Student Classroom Interaction Quality

Understanding Teachers’ Emotion Regulation Strategies and Related Teacher and Classroom Factors

Can service-learning boost science achievement, civic engagement, and social skills? A randomized controlled trial of Connect Science

Empowering community-changers: Developing civic efficacy in elementary classrooms

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